creativity and achievement motivation in adolescents as … · motivation in the individual....

International Journal of Scientific & Engineering Research, Volume 6, Issue 8, August-2015 1873 ISSN 2229-5518

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Creativity and Achievement Motivation in adolescents as

influenced by their Mother’s Professionalism

Dr. Zeba Aqil Dr. Eklak Ahamad Associate Professor Assistant Professor

[email protected] [email protected]

Mo- 9415197220 Mo-8004632354

Faculty of Education, Integral University, Lucknow

Abstract- There is one of the most important characteristics of life is creativity.

It is influenced by many factors. Achievement motivation is other psychological

aspects of students which are also affected by mother profession i.e. working and

non-working. In this paper investigator tried to answer the above question. The

objectives of the study are to study the creativity and achievement motivation in

adolescents in relation to their mother profession. 200 students have taken as

sample of IXth class from the school of Lucknow. In present study, Passi test of

Creativity by Dr. B. K. Passi and Achievements Motivation Scale by Prof.

Pratibha Dev and Dr. Asha Mohan were used for data collection. Appropriate

statistical techniques used for data analysis. The results reveal that there is no

significant difference between male and female students on creativity and

achievement motivation. Same result is found in working and non-working

women students on creativity and achievement motivation. It means that no role

of mother profession on students creativity and academic motivation. Creativity

is God gifted and academic motivation is related to hard working of students.

Keywords- Creativity, Achievement Motivation, Adolescents Mother’s

Professionalism

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Introduction

“Goals are the fuel in the furnance of achievements.” Brain Tracy “Enthusiasm is excitement with inspiration, motivation and a pinch of

creativity.”

A.P.J. Abdul Kalam “Creativity is a great motivator because it makes people interested in what they

are doing. Creativity gives hope that there can be a worthwhile idea. Creativity

gives the possibility of some sort of achievement to everyone. Creativity makes

life more fun and more interesting.”

Edward de Bono

Concept of Creativity-

It is most difficult to define and discuss the term creativity. It is special type of

ability which is referred as creative thinking or divergent thinking abilities.

According to “Guilford structure of Intellect”, the divergent thinking is one of

the operations which combines with four contents and six products and forms 24

abilities. Thus out of 120 abilities, the 24 abilities, may be “structure of

creativity”, Divergent thinking produces a variety of responses, whereas

convergent thinking produces the single answer. The creativity is the unique

aspect of intelligence.

Ausuble (1903) believes that we should use creativity to refer to “Rare and

unique talent in a particular field of endeavour.

Torrance defines creativity as “ A process of becoming sensitive to problems,

gaps in knowledge, missing element and so on, identifying the difficulty,

searching for solution, making guesses or formulating hypothesis about the

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deficiencies, testing or retesting these hypothesis and possibility modifying the

retesting and finally communicating the results”.

It has 3 aspects (1) creative ability (2) the learning of adjustment of these abilities

and their adjustment (3) the use in problem solving.

Everyone has the capacity for creative behavior, but same makes scientific and

artistic contributions as record in the human history.

According to Guilford divergent thinking process is associated with creativity

and involves such thought process as speculation, imagination and invention,

since in the context of learning, we are more concerned about the thought process

in creativity has been considered here as detergent thinking ability. He has

included one of the operations in his structure of intellect.

Creativity and Problem Solving: - Gagne considered creativity to be a form of

problem solving which involves intuitive leaps or a combining of ideas from

widely separated field of knowledge.

Achievement Motivation-

Theory of achievement motivation has drawn the attention of psychologists,

sociologists and educators in recent years. Everyone is aware of the fact that

wide disparities exist in the economic condition of the various countries of the

world. Psychologists thought about these problems in terms of social beliefs,

political set up, distribution of power and even their characteristic life philosophy

and psychology. How can understanding of individual psychology contribute to

the world wide problems of economic growth? This crucial problem of economic

disparity among the nations of the world and psychological causes underlying

this problem was attached by David C. Mc Clelland of Harvard University. He

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holds the view that psychological study of the individual and the nation can

contribute a great deal to understand this problem. He rejected that economic

growth can be explained in terms of economic variables. According to his view

psychological and sociological factors are major variables affecting economic

growth. He wrote book, “The achieving society” in which he advanced his new

concept of economic growth of nation. He agreed in his book that the rise of

capitalism cannot be explained and understood on the basis of economic factor

alone. He believed that changes in the fundamental beliefs and attitude of men

gave impetus to economic growth in certain countries.

The theory of achievement motivation was developed by MC Clelland and his

associates in 1951 at the university of Harvard. He defined motor as.

“A reintegration of a change in a fact by a cue and anticipation of a future

change in affect contingent upon certain actions”.

The definition given by him has two important terms which need further

explanation. The first term is reintegration which means reinstatement of

psychological process in the conscious. Second is cue which is cause of

motivation in the individual.

Development of achievement motive is affected by a number of variables

in home, school and society. Home plays an important role in the early training.

Parental expectations and guidance to the child develop need for high

achievement in life.

Mc Clelland (1965) enumerated following propositions for developing new

motives. Educational attempt succeed when individual understands that

developing new motive is realistic and reasonable. The individual when describe

and conceive various aspects of a motive is likely to develop the new motive.

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Change of thoughts and action will occur when individual can link the motive to

related actions.

The new motive influences the thoughts and actions of the individual when he

can relate it to day to day life. The new motive influence the thoughts and actions

when the individual sees the motive as an improvement in his self image. The

motive influence thought and action when the individual experiences

improvement in prevailing cultural values.

Need and Significance of the Study

Creativity is most important for students as well teachers for future development.

The motive influences thoughts and actions when the individual aims to achieve

goals according to the newly formed motive. When individual keep record of his

progress in achieving objectives. Change in motive occurs in atmosphere where

person feels supported and respects by others. If the new motive as a sign of

membership in a new reference group, changes in motive are likely to occur.

Working mother in the present research is defined as those married mothers who

are working outside their homes for which they are paid. Non- working mothers

are defined as those married mother who are educated and are house- wives are

not working outside their homes.

Objectives of the Study-

1. To see gender difference of adolescents on Creativity and Achievement

Motivation of Working and Non-Working women.

2. To study the Creativity and Achievement Motivation of adolescents in

Working and Non-Working women.

Hypotheses

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1. There is no significant difference between male and female adolescent

children of working and non-working women in terms of creativity.

2. There is no significant difference between male and female adolescent

children of working and non-working women in terms of achievement

motivation.

3. There is no significant difference between adolescent children of working and non-working women in level of creativity

4. There is no significant difference between adolescent children of working and non-working women on Achievement motivation.

Review of Related Literature-

Das, Charan (1978) conducted study on working women in selected village of

Delhi and found that joint families provided favorable conditions to women to go

out for work because the house hold duties and child care responsibilities are

shred very often by other female members in the house, but the age of the child is

an important factor. Women who have children less than the age of give years

and working away from home for 7-9 hours of more have to bear a heavy strain

of double responsibilities.

Mohanty, S.L. (1979) described that maternal employment has different

meaning and implications for children of different ages. The primary concern of

the very young child centers around the daily separation from the mother.

Maternal employment does not appear to be detrimental to the personality.

Rani, Radha (1994) studied on unconscious and conscious determinants of

achievement style, The need for achievement, as assessed by the thematic

apperception test (TAT), and the two sets of values about achievements, Type A

and Protestant work ethic (PWE) values were examined Results of hierarchical

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regression analysis revealed relationships between need for achievement and

intrinsic motivation and between type A behavior and extrinsic motivation.

Singh, Daljeet (2010) studied on computation in stable motive homology theory.

This is concerned with application of certain computational method form stable

algebraic topology in motive homogony theory over p – adic fields Main tools

were motive analogues of adams and adams Novikov spectral sequences. With

this algebra, I discover a motuic analogue of the alpha family.

Podhi, J.S. (2008-12) an exploration of volunteers: Motivation for the benefits of

Participating in a Galapagos Islands earth watch expedition. Two groups of

volunteers were surveyed and interviewed. One Group before expedition 2006,

another group was interviewed after expedition spring 2005-2006 expedition, this

provided on alternative to traditional tourism. The older volunteers placed

importance on altruistic motivations and benefits, for future generations.

Methodology

In this chapter an attempt has been made in describe the procedures employed by

the researcher. The basic purpose of this chapter is to describe not only the actual

process adopted to collect the necessary data but also the various tools and the

statistical techniques used in the study for analysis and interpretation of data.

Population

The aim of present study is to find out the present status of creativity and

achievement motivation of adolescents of working and non working women.

Adolescent students have been represented as the population in the present study.

The students on which the study was done belonged to IXth class. They belong to

different community, religion and caste.

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Sampling- The primary purpose of research is to discover principles that have

universe application, but to study the whole population in order to arrive at

generalization would be impracticable, or not possible.

Purposive sampling is used for selecting the representative sample in this

study. Students selected with working and non- working mother of Lucknow city

schools.

Tools Used for Data Collection Proper selection of data is very essential in educational researches. It aims to

provide a definite answer to research inquiring. The main purpose of data

collections is to verify the hypothesis.

In scientific educational researches the data is collected by means of some

standardized research or self made instruments. In absence of proper research

tool it becomes difficult to obtain the required information about the sample

population.

In present study Passi test of Creativity (Dr. B. K. Passi) and

Achievements Motivation Scale (Prof. Pratibha Dev and Dr. Asha Mohan)

were used. For data analysis appropriate statistical techniques were used in this

study.

Analysis and Discussion

Hypothesis-1 There is no significant difference between male and female

adolescent children of working and non-working women in terms of creativity.

Gender N Mean S.D. t-Value

(dof-198)

Significance

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Male 100 108.2 20.83

.946

Not significant at .05 level

Female 100 110.5 12.75

The above table reveals that the number of male adolescent students is 100. The

mean score of creativity is 108.2 and S.D is 20.83. Similarly the number of

female students is 100, mean score of creativity is 110.5, S.D is observed 12.75.

The t-value between male and female students on creativity is reported .946 at

198 degree of freedom. The level of significance is taken .05. Here the calculated

t-value is less than the table value which indicates that hypothesis is accepted i.e

there is no significant difference between male and female adolescent children of

working and non-working women in terms of creativity. It means gender has no

role in developing creativity among working and non-working women both

children. It is the innate trait which is gifted by Almighty. Male and female

students have approximately same level of creativity which indicates in their

activity.

Hypothesis-2 There is no significant difference between male and female

adolescent children of working and non-working women in terms of

Achievement Motivation.

Gender N Mean S.D. t-Value

dof-198

Significance

Male 100 133.20 28.73 Not

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Female 100 131.35 27.50 .465 significant at .05 level

The above table shows that the number of male adolescent students is 100. The

mean score on achievement motivation is 133.2 and S.D is 28.73. Similarly the

number of female students is 100, mean score on achievement motivation is

131.35, S.D is observed 27.50. The t-value between male and female students on

achievement motivation is observed .465 at 198 degree of freedom. The level of

significance is taken .05. Here the calculated t-value is less than the table value

which indicates that hypothesis is accepted i.e. there is no significant difference

between male and female adolescent children of working and non-working

women in terms of achievement motivation. It means gender has no role in

achievement motivation among working and non-working women children. It is

the trait which is developed in students by self efforts and family support. Male

and female students have approximately same level of achievement motivation

which indicates in their activity.

Hypothesis-3

There is no significant difference between adolescent children of working and non-working women in level of creativity

Occupation N Mean S.D. t-Value

(dof-198)

Significance

Working 100 115.25 15.83

1.627


Non-Working

100 118.65 13.70

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The above table shows that the number adolescent student of working women is 100.

The mean score on creativity is 115.25 and S.D is 15.83. Similarly the number of

adolescent student of non-working women is 100, mean score on creativity is 118.65,

S.D is observed 13.70. The t-value between working and non-working students on

creativity is 1.427 at 198 degree of freedom. The level of significance is taken .05.

Here the calculated t-value is less than the table value which indicates that hypothesis

is accepted i.e there is no significant difference between adolescent children of

working and non-working women in level of creativity. It means professionalism of

mother has no effect on creativity of students. Students have approximately same level

of creativity of both type of mother i.e. working and non-working women. The reason

behind it both type students have the same environment of living and education. They

bring up in the same type of atmosphere and school climate is also the same.

Hypothesis-4

There is no significant difference between the adolescent children of working and non-working women in the level of achievement motivation.

Occupation N Mean S.D. t-Value

(dof-198)

Significance

Working 100 134.55 25.80

.92


Non-Working

100 130.9 29.70

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The above table reveals that the number of adolescent students of working

women in study is 100. The mean score on achievement motivation is 134.55 and

S.D is 25.80. Similarly the number of adolescents students of non-working

women is 100, mean score on achievement motivation is 130.90, S.D is observed

29.70. The t-value between students of working and non-working on

achievement motivation is .92 at 198 degree of freedom. The level of

significance is taken .05 in this study. Here the calculated t-value is less than the

table value which indicates the acceptance of hypothesis i.e. there is no

significant difference between the adolescent children of working and non-

working women on achievement motivation. It means the profession of mother is

not responsible for the achievement motivation of students. It is the acquired

thing which is developed in students by their own efforts, peer group and family

support.

Findings and Conclusions-

1. The result concludes that there is no significant difference between the male

and female adolescent children of working and non-working women on

creativity. This is proved statistically, but, if we as a layman, observed the

value of means then it is found that girls are more creative than the boys of

both working and non working women because the girls take more interest in

arts and crafts as compared to the boys. In our country girls are encouraged to

take up arts and crafts and boys are encouraged to take up science subjects.

2. The result indicates that there is no significant difference between male and

female adolescent children of working and non-working women in terms of

achievement motivation. This may be due to partial nature of mothers may be

they are more conscious for their male children due to their narrow

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mindedness, some mothers feel that their sons are there old age security, so

they girl more attention towards theirs male children.

3. The result concludes that there is no significant difference between adolescent

children of working and non-working women in the level of creativity. This

may be due to the reason that working mothers are educationally aware and

have better knowledge of their child’s needs.

4. As the result concludes that there is no significant difference between the

adolescent children of working and non-working in terms of achievement

motivation.

References

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Rani, Radha. Study of Intelligence, Socio-economic status, achievement

motivation and academic achievement with reference to pupil’s behavior in

classroom. Ph.D Education, Agra University

Singh, Daljeet. Creativity and Intelligence as correlates of teaching effectiveness

of secondary school teachers. Ph.D Education, Punjabi University

Podhi,J.S. The effects of creativity and classroom environment on pupil

academic self concept and environment, Barkatullah University.

Mohan, R. “Research methods in education” published by Neelkamal

publication Pvt Ltd New Delhi

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Mishra, R. C. “Research in Education published by APH publishing corporation,

New Delhi.

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http://www.wikipedia.com

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